CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter is devoted to conclude the results of the study. The results of the study could answer the formulated problems as stated previously. This research was done in two cycles, and the results were obtained from the pre-research observation and interview, the pre-test, the post-test of Cycle 1 and Cycle 2, the post-research

questionnaire and the interview to the students after the implementation of the CBI. This

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chapter consisted of three parts: conclusion, implications, and suggestions. The detailed presentation of this chapter was as follows:

A. Conclusions

This research was conducted to solve the problems faced by the students of class 0902 of the Business English Department of CsV&TC in improving their speaking skill. After analyzing the data gained from the pre-test, the researcher found that the students speaking ability was low and unsatisfying. The mean score of the pre-test was 59.6, and seventeen or forty-five percent students were under the average level.

Moreover, the motivation of students in the class was low. Based on the observation and the interview with both the teacher and the students, the researcher found that the students didn’t like the content or topics discussed in the class. They would like to learn something useful and practical for their future jobs. Meanwhile, the teacher still used the traditional teaching approach or techniques to teach the students, which made the

students lost their interest in the speaking class. In addition, the students showed low motivation in participating in the speaking task. They didn’t participate actively. During the speaking class, most of the students were keeping silent and only some braver students just used the mother tongue to answer the teacher’s questions.

However, the implementation of the CBI was suggested by the researcher to solve the problems mentioned above. After the treatment was given, there were many positive results. The detailed description can be seen in the following parts:

Firstly, the implementation of CBI was successful in improving the students’

speaking skill. By selecting the useful and practical contents, the students had great motivation to learn the speaking as the topics fallen under their interest and also met their needs. In addition, by applying different speaking activities, the students felt fun and happy. They actively involved in the speaking activities and practiced their language with their classmates in the class. Their speaking skill improved; they could use their just learned vocabularies and selected the appropriate words and expressions to discuss the topics with their friends in good pronunciation; they also could answer the teacher’s questions and comprehend the topics of the conversation and fluently communicate with their classmates in correct grammatical forms. Those indicators of speaking can be

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achieved by the CBI, and it could be seen from the analysis of the post-test of Cycle 1 and Cycle 2. The result of the students’ mean score was increased from 59 to 67, and there were no students found to be under average level in Cycle 2.

Moreover, the changes also appeared in other aspects. Besides improving the students’ speaking skill, the classroom situation had been also changed. As the qualitative data in the field-notes collected from the teaching and learning process showed that there was improvement in students’ reaction towards the speaking class. Before, the students felt dull and bored in the class, and the whole class was teacher-centered; it was the teacher, who did most of her talk, but now, the situation was changed; the classroom situation became more alive. The students’ motivation to speak English was higher than before. As there were many pair and group activities or games in the class, the students felt eager to join the activities. During the group activities, the weak students tried to contribute their ideas to the group as they could, and the students who had good speaking ability tried to help the weak students to complete their group performance. The

classroom atmosphere was conducive, and it became student-centered; the students were the performers while the teacher was the facilitator. The teacher monitored and helped the students when they needed. In the class, the students felt relax and joyful during the teaching and learning process.

CBI had more strengths than weaknesses. CBI increased students’ participation in the speaking class by the practical and interesting content. CBI is very flexible, it could accommodate various types of activities which were motivating the students to

participate in the speaking task, and it could adjust the students work in individual, in pair and in groups according to the content. Pair and group works were found to eliminate students’ psychological barriers and increase students’ self-confidence. Moreover, in the class, students were not only learning from their teacher but also from their friends. In the group work, each member of the group worked very hard to complete their group work and didn’t want to lag behind. They helped their group members and competed with other group members.

B. Implications

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In the teaching and learning process, especially in teaching speaking, it is necessary to implement an appropriate approach. The approach used by the English teacher is based on the purpose of the related course, the feature of the students, the characteristics of the class, and the reason of the language learning. The findings and results of the study imply that CBI is one of the effective approaches which can be applied in teaching speaking. The detailed implications of the CBI implemented are as follows:

1) CBI can motivate students to speak English and improve their self-confidence in answering the teacher’s questions or expressing their ideas in different speaking activities. As the content selected falls under the scope of the students’ interest, they have great motivation to learn and to practice the language with their friends.

2) CBI can create conducive atmosphere in the classroom. As there are many different activities or techniques which can be applied in CBI, in the class, the students could work in pairs and in groups. The whole classroom is full of joy, and the students feel relaxed in the classroom.

3) CBI provides many speaking opportunities to the students to practice their English.

In order to finish their group works, every student in each group has to make contribution to complete their group task.

4) CBI improves the students’ participation in the class. There were many pair or group tasks which need the students to join to complete. As in a role-play activity, each student has a role; without the participation, the activity cannot be achieved.

5) CBI makes the class as a student-centered class. Students can learn by themselves or can learn from each other, the role of the teacher in the class is a monitor and facilitator. The teacher helps students when the students face difficulties in conducting their activities.

6) CBI can help the students to build a good relationship among each other. In the speaking activities, students need to work in pairs or in groups to complete the tasks or activities. By finishing the task, the students need to interact with each other and to help each other to complete the task.

C. Suggestions

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This research indicates that the implementation of CBI in teaching speaking showed many positive effects in the students’ progress. Based on the result of the study, there are some suggestions put forward to the English teachers, the students, and other researchers.

1. The teacher

The teacher should try to select the content or different topics based on the school’s requirements and also should meet the students’ needs. Practical and interesting content can motivate students to actively engage in the speaking activities. Besides, the teacher should pay attention to that the content or topics given to the students should not be very difficult; otherwise, the students may lose interest and get frustrated in the speaking activity. Instead, the content should be a little bit above the average level, so that the students feel it is challenging and would love to do it.

Furthermore, the teacher should remember that it is not good to conduct

momentous or individual activities in the speaking class; instead, it is good if the teacher can apply different activities or pair and group task to help the students to improve their speaking skill. Teacher should not measure the students’ competence from their ability in finishing the task or performance; instead, the teacher should focus on the students’ skill in using the language to communicate with their friends or other people.

Moreover, the teacher should help and facilitate to learn the language. When the students need help in the language, the teacher should give immediately facilitation and help. The teacher using pair works lets the student help each other in a good way to facilitate the students’ language learning.

2. The students

The students of English Department of CsVTC should change their attitude towards learning speaking skill. They should be more confident and braver to speak English rather than be afraid of making mistakes or be humiliated by their friends. They should know that mistakes are parts of learning process. Without making mistakes we cannot find our progress. Students should practice English everyday in the daily life. As practice makes perfect, by practicing every day, their speaking skill will be improved day by day.

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Moreover, they should not focus too much on the grammatical accuracy which could prevent them from practicing English and make them afraid of making mistakes;

instead, they should focus more on their vocabulary mastery and fluency. They should realize that mastering sufficient vocabularies is important in supporting their speaking skill. Without sufficient vocabulary mastery, they could not speak fluently.

3. To other researchers

CBI is one of interesting and joyful approach that can be applied in the classroom to improve the students’ speaking skill. Although the researcher has tried to do the best in implementing the CBI approach to improve the students’ speaking skill, the result of this study is not very perfect; therefore, the researcher hopes that the other researchers could help to eliminate the weaknesses which were found in this study.

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